improving student learning one teacher at a time
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Improving Student Learning One Teacher at a Time. Jane E. Pollock, Ph.D. www.improvestudentlearning.com. Goal to Improve:. Student Learning. Pedagogical Automaticity. Through Feedback. Communication Through Leadership. Nine Dots --- Four Lines. Directions:. Solve the puzzle - PowerPoint PPT PresentationTRANSCRIPT
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Improving Student Learning
One Teacher at a Time
Jane E. Pollock, Ph.D.
www.improvestudentlearning.com
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Goal to Improve:
Student Learning
Pedagogical Automaticity
Communication Through Leadership
Through Feedback
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Nine Dots --- Four LinesNine Dots --- Four Lines
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Directions:Directions:
Solve the puzzleIdentify popular phrasePredict how we will apply
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Think Outside the Box
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Think Think Inside Inside the Boxthe Box
Focus on the Classroom
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Research …Research …
Research shows it is more important to consider the teacher effect, rather than the school effect on student achievement.
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Research …Research …
“It is not so much that teachers matter, as that the variance within schools indicates that some teachers matter more than others!” (J. Hattie, 2009).
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2001 Research: 2001 Research: It’s the teacherIt’s the teacher
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d = .50 or greater
In CITW we recommended :
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Category Ave. Effect Size (ES)
Percentile Gain
No. of ESs
Standard Deviation
Identifying similarities and differences
1.61 +45% 31 .31
Reinforcing effort and providing recognition
.80 +29% 21 .35
Homework and practice .77 +28% 134 .36
Nonlinguistic representations
.75 +27% 246 .40
Cooperative learning .73 +27% 122 .40
Setting objectives and providing feedback
.61 +23% 408 .28
Generating and testing hypotheses
.61 +23% 63 .79
Questions, cues, and advance organizers
.59 +22% 1,251 .26
Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement by Robert J. Marzano, Debra J. Pickering and Jane E. Pollock
Summarizing and note taking
1.00 +34% 179 .50
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2009 - Research: 2009 - Research: It’s still the teacherIt’s still the teacher
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2009 - Research:2009 - Research:It’s still the teacherIt’s still the teacher
Sharing Intentions with Students
Directly teaching to Intentions
Feedback, lots of feedback
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Almost all innovations
work.
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d = .15 - .35
Because almost all innovations…
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The Hawthorne Effect
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Setting objectives and providing
feedback
d = 0.61 or 23 points
To Improve Student Learning
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Daily InstructionDaily Instruction
G
A
N
A
G
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Daily InstructionDaily Instruction
G - set a goal
A – access prior knowledge
N – new information (d or p)
A – apply thinking/practice
G – generalize, goal review, grade
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Daily InstructionDaily Instruction
G - set a goal chapters 8/4
A – access prior knowledge chapters 6/7
N – new information (d or p) chapters 3/5/11
A – apply thinking/practice chapters 2/9/10
G – generalize, goal review, grade chapters 8/4
Feedback/Homework/Assessment
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GANAG organizerGANAG organizer page 82
Just-right targets
APK, not review, KWL or oops
True – new information (declarative/procedural)
Think to apply, not organize/follow steps
Goal review – not “there’s the bell!”
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Systems AnalysisSystems Analysis
Identify as a system
Functions of each part
Change on part
Make a prediction about the results
Summarize
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G Set Goals
Select method such as:Parallel Teaching
A Access Prior Knowledge
Team Teaching
One Teach, One Assist
N New Information One Teach, One Observe
A Apply Stations Teaching
G Generalize Small Group, Large Group
GANAGPlus Co-Teaching
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In summary…In summary…
2 Stars **
&
~1 Wish
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BibliographyBibliography
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Think Think Inside Inside the Boxthe Box
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The Big FourThe Big Four
1. Curriculum Learning Targets
2. Planned Instruction
3. Planned Formative Assessment
4. Record Keeping and Reporting
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The Big FourThe Big Four1. Curriculum Learning Targets
“Just-right targets”
2. Planned Instruction GANAG daily lessons, robust instruction – units
3. Planned Formative Assessment Frequent and timely feedback
4. Record Keeping and Reporting Criterion-based scoring